My quest for innovations in distance education sent me in
the direction of how mobile phones were used in a distance education English as
an additional language course in China to increase interactivity. I
wanted to learn more and further research has led me to learn that this is an
emerging discipline in itself.
I came across an interesting post on a blog called
“MindShift: How We Will Learn” written by Tina Barseghian entitled “How Teachers Make Cell Phones Work in the Classroom”. Even though I am most
concerned with how these devices are used with regards to distance education
and how they can enhance student learning, she mentions other things mobile
learning involves of interest to such as digital citizenship,
internet safety, and teaching techniques, among others.
My last post involved a study
where mobile learning technology enhanced the learning experience for both
learners and the instructor involved in a Chinese University English course
available for students to take remotely.
I was skeptical about how such technology could be used
in the maths and sciences, but Barseghian gives an example of how a chemistry
instructor uses it successfully in his classes giving me extra food for
thought. He uses an iPad to record
his voice and explanations when students ask him for individual help and
immediately uploads them to his website so other students can benefit from the
individualized questions. The
students then take multiple choice exams and send their answers in via text
messaging. The results are then immediately posted on his laptop and sent
directly to the overhead screen giving automatic feedback. I could definitely try this approach in my math or calculus classes.
DOES IT WORK EVERY TIME?
The Chinese English as an Additional Language Study (last post) provided evidence that mobiles enhanced interaction and learning of the students involved. I tried to find some information to see where it did not work as well so I could have both viewpoints.
I had concerns whether the initial fun factor of using the phones would last or soon die off. Ramsay Musallam, the chemistry instructor involved, addresses this issue. He admits that it is “cute and fun and that wears off” but that it is “more efficient and meaningful, and it makes the classroom feel like a bigger place”. He also refers to the tool as a way he can keep in constant contact with his students. I agree with this stance but, at the same time, when I was reading about the Chinese
study (see last post), I couldn’t help but think that there has to be times
when the fun factor is lost.
Actually, the first thing I
thought about was “what about those who don’t own any digital devices”? I have many students in my classes who
don’t own any digital devices.
Would they be excluded? The first solution I came up with is to put the students in groups, but, that limits the instructor to group evaluation. This is consistent with constructivist theory, but, it is not suitable at all times depending on the topic.
Paul Barnwell addresses this
issue. He tried the approach with
his 8th grade class but later abandoned it. He admits that the students were
engaged, but, that students without devices could not participate as easily
(unless put into groups) and that some students took advantage of the anonymous
nature of the system providing them with an opportunity to text inappropriate
messages. He sees little benefit
to using mobiles for polling purposes and felt that it “wasn’t worth the time
or the hassle”.
From my own experience in
distance education I asked the question, “What if the technology fails?” Instructors must have back-up plans in
case of the inevitable failure of some part of the technology. Is this something an instructor should RELY on?
Is it something worth trying in your classroom? I would like to
give it a go, but, at this point I feel that I need to learn a bit more before
I dive into this emerging discipline. Are there other pros and cons that we can add to using mobile phones to learn in class or from a distance?
Check out this link:
You know what, Faron? Here is a guy I want you to meet:
ReplyDeletehttp://www.bio.purdue.edu/bionews/?p=461
I'll tell you the story sometime, but some of the struggles you are working through here are things he dealt with decades ago. That's not a put-down. It's an invitation.
Stay tuned.
And by the way, from the category of idle advice you may want to ignore:
ReplyDeleteYou ask: " I would like to give it a go, but, at this point I feel that I need to learn a bit more before I dive into this emerging discipline"
My advice? Give it a go and see what happens! Teach the discipline!
I will do that!
ReplyDelete